Content

I .Learning Objectives
At the end of the day, the pupils will be able to:
a. identify the different seasons in the Philippines and their effects on livelihood and
health of the people in the community;
b. express through drawing and role play the appropriate activities to do in each
season in the Philippines; and
c. appreciate the importance of considering appropriate activities to do in each
season in the Philippines.

II. Subject-Matter
Describe the different seasons in the Philippines

Science Concept:

Have the pupils construct and express their own understanding. They should
be able to say/ understand that:

Philippines has two pronounced seasons – dry and wet because the
Philippines is a Tropical Country.
Wet Season is characterized by pronounced rainy season with thunderstorms
Dry Season is characterized by hot and cloudless days

Materials: Tarpapel, Bond Paper, Powerpoint

References: Curriculum Guide 6

S6FE-IIIa-c-1
Into the Future: Science and Health 6

Process Skills: observing, describing, explaining

Value Integration: Be Cautious (protect oneself from accident)

III. Learning Task

A. Engagement

1. Review
2. Health Inspection

B. Unlocking of Difficulties

THERAEW – refers to the condition of a place in a short period of time.

TECILMA - is an average condition of a place over long period of time

NSOEAS – a period of the characterized by or associated with a particular
activity
LTRIOPCA – characteristic of a region or climate with temperatures high
enough to support year-round plant growth given sufficient moistures
C. Motivation

4 Pics in 1 WORD

DRY

WET
D. Lesson Presentation

E. Exploration
1. Divide the class into small groups.
2. Check for the completeness of materials brought by the pupils for the
activity. Distribute also the activity sheet, manila paper and marking
pen.
4. Give other necessary instructions in doing the activity, the data table
to be accomplished, group presenter/member’s role/ responsibility,
precautionary measures to take etc.)
5. Supervise the pupils while they are doing the activity.

1. What are the things we can do during sunny days?

2. What are things we can do during rainy days?
3. What are the things we can wear during sunny days?
4. What are things we can wear during rainy days?

CRITERIA 3 7 10
 Cooperation and participation
Group Discipline
Correctness of answer

F. Explanation
Have the group representative present the results of the activity. Two-
minutes may be given per group presentation.
Discuss the activity. Check the pupil’s responses to the activity
questions.
Clarify misconceptions when needed.
Help the pupils formulate their own ideas/concepts by asking:

• Why do we need to consider the appropriate activities and clothes in each

season in the Philippines?
• What do you think will happen if we experience too much heat?
• What do you think will happen if we experience too much wet season?

G. Elaboration

Have the pupils construct and express their own understanding? They
should be able to say/ understand that:

Seasons in the Philippines

Advantage and disadvantage of Seasons

H. Evaluation

INSTRUCTIONS: Write TRUE if the given statement is correct and

write FALSE if it is wrong. Write your answers in a ¼ sheet of paper.
a. Weather is the condition of the atmosphere at a particular place over a
short period of time.
b. Climate refers to the weather pattern, using statistical data, of a place
over a long enough period to yield meaningful averages.
c. Water gives the earth light, heat and power.
d. Sunshine comes from oceans, seas, rivers and lake.
e. Air surrounds us just as water surrounds the fish the live in it.

IV. Assignment

INSTRUCTIONS: Search in the internet or in any science books the

elements of a weather and climate. Write your answers in your science
notebook.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Baras

Third Quarter Lesson Plan in Science VI

Week 4
Day 2-3 (2 Days)

Content

I. Learning Objectives:
a. Demonstrate understanding of how energy is transformed in simple machine.
b. Create a marketing strategy for a new product on electrical or light efficiency.
c. Demonstrate how sound, heat, light and electricity can be transformed.

II. Subject- Matter

Energy Transformation in Simple Machines
Science Concept:
Energy has different form, namely: chemical, mechanical, sound, electrical,
radiant, thermal, and nuclear energy.

Materials: EASE Physics Module 16

Chart, Pictures of:
Radio
A guitar/ukulele,
Toy Car
Matchstick
Television
Sun
Electric Fan
Realia, pin, pingpong ball, string, ruler

References: Curriculum Guide 6

Into the Future: Science and Health 6
Process Skills: observing, describing, investigating, explaining and communicating
 Value: Appreciation of God’s Creation

III. Learning Task

A. Engagement
1. Science News
2. Weather Report
3. Health Inspection
4. Drill
Arrange the following letters in order to form a word.
1. Y ILE TICERCT –A stream of electrons made to flow in a conductor by an
electromotive force.
2. IWER- A piece of this is used for carrying electric current.
3. ODOCNUCTR- Something that conducts electricity
4. AEEGNROTR- a machine for changing mechanical energy into electricity.
5. ROPWELPATN- these are also a falling and moving water used to
generate electricity.

Review:
What have you learned from our past lesson?

Developmental Activity
1. Motivation
Do you have electricity at home? How did you use it?

2. Presentation

Show pictures of different materials.

Present the word ENERGY.

What is energy?
Where do living things get their energy?

B. Exploration
1. Group the pupils.
2. Set the norms in performing the activities.
3. Perform the activities.
4. Supervise the pupils while performing the activity.

Activity 1
Materials:
Toy car, pin, ping pong ball, string and ruler
Procedure:
1. Wind up a toy and feel the spring coil gets tighter. Then release the toy.
Observe how the toy moves.
2. Prick the ping pong ball with a pin so you can tie it with a string. Tie one end of
the string to a ruler.
3. Now hold the ball to the farthest right and then release it. Observe its
movement.
Observartion:
 How did the toy car move after winding and releasing it?
 What caused it to move that way?
 What gave the ping pong ball energy to swing?

Activity 2

1. Strike a tuning fork hard against the edge of a wooden table several times.
2. Observe what happens to the tuning fork.
 What was produced when the tuning fork struck the edge of the
table?
 Why do you think did this happen?

Activity 3
Turn on the switch of an electric fan.
 What makes the blades of the fan move?
 What energy does a moving thing move?
 Into what energy was the electrical change?

Activity 4
1. Light a matchstick.
2. Let it burn for a while.
 What kind of change occurred when the matchstick burned.
 What energy was given off by the burning matchstick?

(Note: The teacher will assign the materials to the pupilsa day before the
performance of the lesson.)
5.Appreciate the effort done by the pupils.
6. Ask a volunteer from each group to report their observations and the
answers to the guide questions.
C. Explanation
Ask:
a.What form of energy have you seen in the activities?
b.What are the ways by which we can produce sound?
c.How is electrical energy used in our homes?
d.Why heat energy is important?

D. Elaboration

Challenge yourself !

Have you seen a transfer of energy from one to another?

Electrical Energy
____________energy

____________energy

____________energy

IV. Evaluation

Choose the letter of the correct answer.

1. What form of energy is involved when you switch on the flashlight?

a. Light b. Chemical c. heat d. Nuclear
2. A dry cell is useless unless it is changed to____________
a. Electrical b. Nuclear c. Chemical d. Potential
3. What iron is on, what energy changes are shown?
a. Electrical
b. Heat
c. Chemical
d. Potential
4. Which appliances below shows the transformation of electrical to heat
energy?
a. Electric stove
b. Sewing machine
c. Electric fan
d. Egg beater
5. What energy that makes us feel warm or hot.
 a. Kinetic
b. Light
c. Heat
d. Sound

V. Assignment

Make a poster/drawings on different forms of energy.

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Baras

Third Quarter Lesson Plan in Science VI

Week 4
Day 4

Content

I. Learning Objectives:
a. Describe the uses of sound energy.
 b. Create a sound vibration out the objects.
c. Demonstrate how sound beneficial to the people.

II. Subject- Matter

Sound Energy

Science Concept:

Sound energy is produced by a moving object.

Everything that can be heard is a sound. Anything that vibrates produces sound energy.
Plucking, strumming, striking, blowing and hitting can produce vibrations.
Sound travel at different mediums. It travels faster in solids than liquids and gases.
Sound energy is very useful in radio, television, and alarms. And most importantly, we
can communicate and understand each other because of sound.

Materials:
Portable radio, guitar, tuning fork, whistle

References: Curriculum Guide VI

Into the future Science and Health 6
Process Skills: Observing, listening, explaining, demonstrating
Value integration: Appreciation of Sound Energy

III. Learning Tasks:

A. Engagement
1.Science News
2.Weather Report
3.Health Inspection

Motivation:

Do you love music?

Why do you enjoy listening music?
Do you have electricity at home? What instrument do you use to listen a
music?

Present pictures to the class

.

What is sound energy? How is it formed and used?

B. Exploration
1. Give specific instructions to the pupils.
2. Monitor the pupils while they are performing the activity.
3. Activity

Activity 1
1. Strike a tuning fork hard against the edge of a wooden table several times.
2. Observe what happens to the tuning fork.
What was produced when the tuning fork stuck the edge of the table.
Why do you think did this happen?

Activity 2
Materials:
A small shoe box, rubber bands of different thickness

Do the following.
1
1. Arrange the rubber bands from thickest to thinnest and stretch them
around an empty shoe box. Pluck them one at a time.
 Describe what happened to the rubber band.
 How was sound produced?
 Were the sounds produced the same? Why or why not?

Activity 3
Materials:

One length of PVC ( 2 !/2 inches or 8 cm in diameter by 1 ½ feet or 50 cm)

Procedure:
Hold the pipe vertically in the middle with one hand and tap the top end with the flat
palm firmly, holding it against the tube. Ask students to listen carefully for the tone that
is produced.
1. Tap the end of the pipe again with the flat of your hand,
but this time release your hand immediately after contact
with the tube.
A different tune will be produced.
2. Keep alternating the kinds of tap.
 What are the different sounds that you heard?
 Why did it happen?

3.Wrap up the materials used after the activity?

4. Organize the answers for the presentation of outputs.

C. Explanation

What are the ways by which we can produce sounds.

What are the mediums used to make the sound travel?
What are the uses of sound energy?

D.Elaboration

Challenge the pupils on how the sound energy beneficial to every life.

E. Evaluation

Identification. Choose the best answer from the box below.

Sonar solid gas

Sound energy whistle

_________1. An energy produced by a vibrating object.

_________2. A medium in which sound travels poorly.
_________3. An object which can produce sound and used to give a warning or
signal.
_________4. A state of matter in which sound travels the fastest.
_________5. An echo-sounding device used to locate sunken ships, school of
flashes and other solid objects underwater.

IV. Assignment

List down 5 examples of sound. Tell how each help/benefits us.

Sound Benefit
Ex. Orchestra music Music appreciation and entertainment.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Baras
Third Quarter Lesson Plan in Science VI
Week 4
Day 5

Content

I. Learning Objectives:
a. Demonstrate how sound energy transformed to another form of energy.
b. Create a marketing strategy for a new product on electrical or light efficiency.

II. Subject- Matter

Sound Energy to Other Forms of Energy

Science Concept:
There are different forms of energy. Energy transformation takes place when it
was used. Examples: a cellphone will produce sound when it is opened but the energy
also transformed to light or heat energy

Materials:
Pictures, Chart, real objects(cellphone, laptop)

References: Curriculum Guide VI

Into the future Science and Health 6
Process Skills: Observing, listening, explaining, demonstrating
Value integration: Appreciation of Different Forms of Energy

III. Learning Tasks:

A. Engagement
1.Science News
2.Weather Report
3.Health Inspection
Review
What have you learned from yesterday’s lesson?

Motivation:
 How do sound energy give value to these materials?
Why it is important?
Do we need that sound energy aside from the other?

B. Exploration
1. Give specific instructions to the pupils.
2. Monitor the pupils while they are performing the activity.

3.Activity

Activity 1
1.Turn the computer. Watch a video presentation.
2.Observe what energy transformation takes place.
What was produced when the computer was turned on.
Why do you think did this happen?

Activity 2
Materials:
A cellphone.

Do the following.
1
2. Turn on your cellphone and try to make a call to your classmate.
 Describe what energy is released when it is on.
 How was sound produced?
 Were the sounds produced the same? Why or why not?
 What energy transformation takes place while it is used?

3.Wrap up the materials used after the activity?

4. Organize the answers for the presentation of outputs.

C. Explanation

Why do sound energy transformed to other form?

How it was done?
Do you think they are all important?

D.Elaboration

Make a comic strip showing energy transformation. (sound energy- other form of
energy).

E.Evaluation

Make a short essay on the importance of energy transformation from sound to

other form of energy.
IV. Assignment

Make a short drama or skit showing the proper use of cellphone/computer as a

pupil,
Note: The teacher will emphasize the importance of energy transformation.(sound-
another form of energy)